NCIEC. Service Learning, Mentoring, and Internship: A Vital Part of Interpreter Education 1/11/16. Consortium Mission

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1 NCIEC National Consortium of Interpreter Education Centers Consortium Mission to connect and collaborate with diverse stakeholders in order to create excellence in interpreting technical assistance cross-center collaboration communication dissemination resources educational opportunities knowledge transfer Service Learning, Mentoring, and Internship: A Vital Part of Interpreter Education Linda K. Stauffer, Ph.D., CSC, OTC Program Coordinator Interpreter Education Program University of Arkansas at Little Rock 1

2 Learning Objectives Review commonly reported successes and challenges in the area of service learning, mentoring and internships. Review a philosophy of program approach to students' participation, learning, and service to the Deaf community. Discuss the purpose of an Internship Handbook directed to students. View templates designed to explore a continuum of service learning, mentorship and internship of participants' interpreter education program curriculum. My Philosophy Every program, every institution, and every community is different! Take what you like, leave what you don t like! All positive changes first began with a dream of what might be followed by how can we make this happen. There will always be challenges, but they can t stop you if you really want do so something innovative! Reach out to your ASL and IEP colleagues! They have a wealth of information! Share, share, share!!!!!! Use the CCIE Standards and the NCIEC resources! They are readily available to you! One is never too busy or too burdened to do what is in the best interest of the students and the profession! Quote The object of education is to prepare the young to educate themselves throughout their lives. Robert M Hutchins. 2

3 Integrated Learning What part(s) of the Continuum make sense for your program? Internship Life-Long Learning Participation Service Learning Mentorship Exposure UALR IEP Conceptual Framework In order for classroom learning to be transferred into professional practice in the community, interpreter education must incorporate aspects of experiential learning theory whereby one learns through discovery and experience via active involvement in the. Years 1 & 2: Exposure LANGUAGE LEARNING and EXPOSURE: Deaf Teachers, Deaf Students, Deaf Guest Speakers, Attendance at School for the Deaf athletic events, Events, Silent Dinners, SL Club, etc. Exposure Participation 3

4 Year 2: Service Learning Exposure Participation Service Learning Service Learning What is Service Learning? An educational approach that balances formal instruction and direction with the opportunity to serve in the community to provide a pragmatic, progressive, interactive learning experience that is mutually beneficial. Service Learning is NOT Volunteer work service Internship Field or Lab class Service Learning Purpose Involves students in authentic, active learning & service to the community to master skills they are learning in class. Enhances awareness of culture and diversity. Links classroom to community. Develops positive connections between students and members of the Deaf. Instills a value of service or giving back to the community early in a student s career. 4

5 Challenges Forging partnerships within the Deaf Communities. Identifying suitable and mutually beneficial activities for all students. Instructor time. Preparing students: respectful attitudes, reflective journaling. Separate course? Or embedded in a course? ASL Service Learning Activities: Babysitting for deaf families; Visiting deaf residents in nursing or retirement homes; Tutoring children in reading and math; Volunteering with after school activities; Participating in a Deaf church; Volunteering to assist with deaf sports and events at the Deaf School; Helping with fundraising with Deaf organizations; Other? SL as Stand Alone Course I. INTR 2260 II. Service Learning: ASL III. 2 credit hours IV. Spring 2016 Students will design community service projects benefiting various deafness organizations in conjunction with the ASL. Taking this course at the end of the associate s program allows students to integrate both academic and experiential learning. 5

6 1/11/16 Year 3 & 4: Interpreting Service Learning Interpreting Courses Artistic Interpreting See-A-Song Interpreting for Persons who are Deaf-blind Retreat Interpreting Academic Subjects ViPS Reading Day Student Comments By the second day of camp, [the campers] had changed in my mind from Deaf-Blind to people. I was able to put aside what makes me uncomfortable for the sake of allowing someone else to understand what s going on. I was happy to discover that when the time came, my belief in the importance of equal access to communication overrode my other feelings. This is very encouraging to me. I think this weekend has given me confidence that will benefit me in my interpreting and in my everyday life. Trying new things is always scary to me, but I think this weekend has shown me that overcoming the fear is worth the stress. Year 3 or 4: Mentoring Mentorship Service Learning Participation Exposure 6

7 Definition Mentorship is a time-specific, jointly agreed upon, professional relationship between interpreters that improves the quantity and quality of professionally prepared interpreters by providing opportunities for one-to one mentoring during actual or created interpreting assignments with immediate, constructive, situation-specific feedback. (adapted from a definition by Deborah Hill, Sign Shares) Purpose To identify limited, concrete, obtainable skill development goals. To identify skilled working interpreters with whom you would like to enter a mentoring relationship. To approach possible mentors to express your goals, to negotiate and finalize a time specific mentoring experience. To experience a mentoring relationship with a credentialed interpreter over a week period. To complete and bring to closure such an experience. To learn a pattern for life-long learning that continues post graduation. Mentoring Components Provide project purpose and overview information including mentor credentials Write goals Approach Mentors (practice in classroom first) Complete Mentoring Contracts Meet every 2 weeks for at least six times, 1 st is an organizational meeting Reflective Journaling with Instructor Ending Mentorship and thank you to mentor Mentor Survey (sent by instructor) 7

8 Challenges Identifying Mentors who are willing to work with students. Assisting students to identify limited, specific goals. Preparing students to understand the role of mentor and mentee/protégéé. Letting students approach mentors on their own, not the instructor. Instructor finding time to read and respond to journals. When are Students Ready? Must have enough language and interpreting skill to benefit from mentoring. Must be able to accept responsibility. Must have commitment & willingness to learn and to the field. Must not become defensive. Must be able to identify self strengths and weaknesses and be able to sets goals. Must be able to take risks and be flexible. Must be mature, separate self from work. Must be able to separate interpreting from personal issues. Benefits Development of a supportive relationship with a professional interpreter. Exposure to new ideas and ways of thinking. Advice on developing strengths and overcoming weaknesses. Guidance on professional development and advancement. Increased visibility and recognition within the professional community. 8

9 Student Comments When we discovered we were going to have to do mentoring meetings at the beginning of this semester, I was a little skeptical about how I would feel about them. At first all I could think about was trying to fit a meeting in with a mentor along with school work, work [employment], and trying to have a little bit of a social life. Not to mention it s our last semester of classes and I think all of us have a little bit of senioritis! Student Comments But overall, I would say this mentoring experience was a HUGE success. Before starting mentoring, I was always very self-conscious about my weaknesses in interpreting. I knew exactly what my strengths were, but I knew even more what my weaknesses were. I had tried to work on them by myself, but there s only so much you can do until you need help from someone else. That s where mentoring came in and gave me so much more confidence. Capstone Experience: Internship Internship Mentorship Exposure Participation Service Learning 9

10 Definition Internship is a course, often in a specialized field of study, that is designed to give students supervised practical application of a previously or concurrently studied theory. Negotiated Internship INTERN STUDENT Instructor / student review the purposes and parameters of internship. Student is encouraged to do online placement research. Student identifies the location (general or specific) and the kind of experience he/she wants. Student makes initial contact; or instructor makes entrée contact. Student shares information with the Instructor & expectation on the job, start date, etc. Follow all application requirements and adhere to deadlines. Completes a background check if needed. Negotiated Internship INSTRUCTOR Keeps in touch with intern regarding site contacts. Writes reference letters & helps interns to prepare application materials including videos. Sends information to the onsite supervisor, thank you, and MOU upon acceptance. Sets journal dates & respond promptly to journals. Is available for onsite supervisor and intern as needed. Send evaluation form(s). Send thank you and site supervisor survey form when internship is completed. 10

11 Negotiated Internship ON-SITE SUPERVISOR Has required credentials Provides for on-site supervision Completes evaluation Communicates with Program Instructor as needed Challenges Need to begin with students about 6-9 months out of experience Placement of students is time consuming. Sometimes placement doesn t work out; 2 nd site or split placement. Supervision from a distance. MOU execution. Keeping up with Interns Journals. Evaluations and follow up. Internship Handbook Handbook includes: Course description Grading rubric Requirements Policies Forms MOU Intern Evaluation Form Information for Site Supervisor 11

12 Question # 2 What part(s) of the Continuum make sense for your program? Internship Life-Long Learning Participation Service Learning Mentorship Exposure Student Comment When first starting my internship in August, I was, as they say, fluent, in ASL, but my confidence was not there. I had experienced some community interpreting and had interacted with many deaf people on a regular basis. However, I was still lacking the confidence and true skill that comes with interpreting. I have never been a shy or timid person, but when it came to interpreting, I was always so afraid that I would miss some vital information, which would cause negative self-talk, and therefore cause me to miss information. One of the first things my supervisor and the staff interpreter asked me after I had interpreted something was, "did anyone die?" Once that finally sunk in that no one died, I did not miss anything vital, and that I did indeed just interpret the meat of the message, I was able to calm down, relax, and interpret more effectively. Student Comment I did not realize how much I would enjoy and learn from the internship. I have grown as an interpreter in making ethical decisions, and in interpreting skills in general, but I have also grown as a person. Being horribly sick throughout this entire internship has taught me perseverance and consistency while interpreting and dealing with people. I have so much more confidence and have learned how to become comfortable in new situations. I have learned how to be an educational interpreter, as well as learning how to handle medical interpreting situations and mental health interpreting situations, and even some platform interpreting situations. I truly feel like I have had a fully rounded interpreting experience during my internship! 12

13 Materials Books, Articles, Videos, Websites UALR Mentoring Contract UALR Sample Internship MOU UALR Internship Handbook Questions THANKS! Thanks so much to everyone here tonight, and especially, Dawn Whitcher and Trudy Schafer for asking me to present and taking care of all the details! The Interpreters! The Captioner! My colleagues and students who have taught me so much! 13

14 Upcoming Webinar Save the Date! February 11, p-8:30p Novice Interpreters Speak Up: Reflections on Entry to Practice A Panel of Deaf Interpreters and Deaf Parented Interpreters National Center Northeastern University WRIEC Western Oregon University El Camino College CATIE Center St. Catherine University NURIEC Northeastern University MARIE Center University of Northern Colorado GURIEC Gallaudet University Connect with us on Join our mailing list 14

15 Evaluations and CEUs Evaluations with link to evaluation and CEU request 1 hour post webinar CEUs Group viewers under 1 host niec@neu.edu with name and address of each viewer Thank you NURIEC for sponsoring CEUs The Consortium Centers are funded by grants from the U.S. Department of Education, Rehabilitation Services Administration, Training of Interpreters Program CFDA A and B. 15